Unit Four Living on Your Own.docx

Unit Four Living on Your Own.docx

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UnitFourLivingonYourOwn

UnitFourLivingonYourOwn

Task-basedDesignforSixContactHours

SessionNo.

UnitContentInvolved

FocalPoints

Task-basedactivities

Session1

（90-100min）

1.ListenandTalk

Leadin

Passagelisteningpractice

DialogueSamples

CommunicativeTasks

1.Understandtheideaoflivingonyourown

2.Keywordsandexpressionsrelatedtothetopic

liveonyourown;enter;

takecareof;tuition;snap;

part-time;traditional;convenient;

Expressionsandsentencesfortalkingaboutinterviewingforapart-timejobs

（SeeCommunicativeTasks）

Thesameastheabove.

Talkingaboutpart-timejobsshowninthepicturesgivenafterthepassage.

Role-playingthedialoguesamples.

Doingthecommunicativetasksaccordingtothesituationprovided.

2.Readandexplore

PassageA

Marcela’sWork

Experience

Lexicalpreparation

Keywordsandexpressions

undertake;scary;orientation;

cover;recommend;learnabout;bescaredabout;runlow;

turnout;intend;gettoknow;

economical;

PickingoutsentencesfromPassageAcontainingthekeywordsandexpressionsintheleftcolumnandmakingupnewsentenceswiththem.

Session2

（90-100minutes）

2.Readandexplore

PassageA

Marcela’sWork

Experience

Reading

Passageunderstandingonthebasisoftheanalysisofthepassagestructure

Speaking

Workingexperienceretelling

Writing

Jobinterview

1.Analyzingthepassage

structure

2.Pickingoutthewordsusedfordescribingtheauthor’sfeelingoflivingabroad.

3.Findingouttheturning

pointoflivingabroad.

Talkingaboutpart-timejob

experiences

Writingaparagraph

Describingyourfirstjobinterview.

Session3

（90-100minutes）

2.ReadandExplore

PassageB

LivingonMyOwn

3.WriteandProduce

GeneralWriting

PracticalWriting

Reading

Passageunderstanding

ReadingSkills

ReviewandRecall

Wordconsolidation

havetroubledoingsth.;

assign;failtodo;dealwith;

nowthat;conclusion;

atthesametime;makeuseof;

ConsistencyofVerbTenses

Keeponetenseasthemaintenseandindicatechangesoftimebychangingtenserelativetothatprimarytense.

Theexpressionsusedforabankaccountform.

DoingfastreadingofPassageBanddiscussingthequestionsinEx.11&12ingroups.

Discussingthedefinitionoftheskillingroups.

Makingupsentenceswith

thewordsontheleftcolumnwiththehelpoftherelatedsentencesinthepassage.

Writeacomplexsentence

withdifferenttenses.

Writingabankaccountform.

UnitGroupproject:

TalkingaboutlivingonmyownusingPPT

III.Suggestedteachingproceduresandclassactivities

Session1（90-100min）

ListenandTalk

1.Leadin

Task1Listentothefollowingpassageandtrytofillthemissingwordsintheblanks.

Step1Lead-inquestions

1.Howdoyouunderstandtheideaoflivingonyourown?

（beyourself;solvetheprobleminperson;independentandsoon.）

2.What’syourfeelingaboutleavinghometocollege?

Giveanexample.

（free;exciting;hapy;disappointed;homesickandsoon.）

Step2Listeningpractice

Thestudentslistentothepassageforthreetimesandfillinthemissingwordsintheblanks.

Teacher:

Listentothepassageforthreetimesandfillinthemissingwordsintheblanks.

Step3Wordstudy

Theteacherlaysemphasisonthefollowingwordsandexpressionsrelatedtothetopic:

liveonyourown;entercollege;freebird;tuition;takecareof;

part-timejob;snap;traditional;safe;convenient;taketherisk;

Teacher:

Canyoupickupthewordsandexpressionsrelatedtothetopic?

Whatarethey?

Task2Picturedescription

Thestudentstalkaboutthepicturesprovidedinthetextbookwiththewordsandexpressionstheyhavelearnedfromthelisteningpassageingroups.

Teacher:

Workingroupstotalkaboutthepictureswiththehelpofthewordsandexpressionsyou’velearnedfromthelisteningpassage.Fiveminuteslateryouwillbeexpectedtodoclasspresentation.

2.DialogueSamples

Dialogue1:

Workingasasalesperson

Step1Leadinquestions

1.Whatkindofjobdidyoudo?

（asatutor;asalibrarian;asababysitter;asawaiterandsoon）

2.Whydoyouliketheworksomuch?

（BecauseIhavealwaysrememberedtheprideIfeltinhelpingothers.）

Step2DialogueSamplesstudy

Thestudentsreadthefirstdialogueinpairsandspeakoutthefollowingsentencesfortalkingaboutpart-timejobexperience.

Teacher:

Pleasereadthefirstdialogueinpairsandspeakoutthesentencesfortalkingaboutpart-timejobexperience.

Severalminuteslater.

Teacher:

Canyouspeakoutthesentencesyou’vesummarized?

Iworkedafterschoolandduringsummersforminimumwage.

Iworkedatabookstoreoncampus.

IbrewedcoffeeintheStudentUnionandworkedasawaiterinarestaurant.

Didyouhaveanyotherjobs?

Whydoyouliketheworkatthebookstoresomuch?

Andthentheteacherasksthestudentstogivemoreexamples.

Teacher:

Canyougiveussomemoreexamples?

Haveyoueverworkedpart-time?

Yes,Ihave..

Whatkindofjobdidyoudo?

Workingasawaiterwasmuchharder.

Butsellingbookswasoneofthemostsatisfying.

Dialogue2:

WorkingasaTutor

Step1Lead-inquestion

Teacher:

Whydoyouwantthisjob?

（Ithinkitwillhelpmeinmymajor.

Icanlearnsomethingfromtutoringmyself.

Soheaskedmetobehistutorthissemester.

Ineedtoearnmoney.

You’llneverregrethiringme.

Iameagertolearnmore.）

Step2DialogueSamplesstudy

Thestudentsreadtheseconddialogueandspeakoutthefollowingsentencesthatareusedforworkingasatutorinthedialogue.

Teacher:

Pleasereadtheseconddialogueinpairsandspeakoutthesentencesusefulforworkingasatutorinthedialogue.

Severalminuteslater.

Teacher:

Now,canyouspeakoutthesentencesyou’vesummarized?

（Hi,LinLin!

Howareyoudoingthesedays?

Ireallyenjoyworkingwithhim.

Heisverycuriousandeagertolearn.

Whichdoyouprefer,toworkasatutororbabysitter?

Atutor,ofcourse,forIcanlearnsomethingfrommyself.

Ihavetoreadthepoemsmyself,andTomalsotellsmemanythingsabouthiscountry.）

Theteacherasksthestudentstospeakoutthesentencesthatareusedoutsideclass.

Teacher:

Doyouknowmoreyou’velearnedoutsideclass?

Standbyexamples:

Iwillworkhardandeagertoimproveandlearn.

Iamaverydiligentstudentandaveryhardworker.

Ihaveafullscheduleofclassesandtrytostudyseveralhoursperday..

3.CommunicativeTasks

Task1:

Talkingaboutinterviewingforapart-timejobworkingoncampus

Roles:

MaryandTom

Situation:

Workinpairstopracticeinterviewingforapart-timejobworkingonyourcampusasaclerkinthelibraryorthebookstore.Taketurnssobothofyouhaveachancetobethecandidate.Typicalanswersshouldbefrom30-60secondsinlength.

Thestudentsaregiven5minutestoworkinpairsaccordingtothesituationgivenandthen

role-playthetask.Somestudentsmakecommentsontheirperformance,whichshouldinvolvetheirpresentationofthereal-lifesituationandtheEnglishtheyusefortalkingaboutapart-timejobinterview.

Teacher:

WorkinpairstodoTask1.Fiveminuteslatersomepairsofyouareexpectedtorole-playthetask,andthentheotherswillbeinvitedtomakecommentsonyourperformance.Thecommentsshouldinvolvethepresentationofthereal-lifesituationandtheEnglishyouusefortalkingaboutapart-timejobinterview.

Task2:

Interviewingforapart-timejoboff-campus

Thestudentsdothetaskafterclassinpairs.

4.ReadandExplore

LexicalpreparationforPassageA

Step1Wordstudy

Keywordsandexpressions:

undertake;learnabout;scary;orientation;cover;recommend

learnabout;bescaredabout;runlow;turnout;intend;gettoknow/learn;economical;

Studentsaregiven7minutestopickupthesentencescontainingthewordsandexpressionsfromPassageAwhicharedisplayedonPPT.Theteachermayassigneachgrouptwoorthreewordsorexpressions.

Teacher:

PleasedofastreadingofPassageAandpickupthesentencescontainingthewordsandexpressionsdisplayedonPPT.Group1areresponsibleforthefirsttwowords,Group2…

Sentencestobepickedup:

（1）AtthatearlystageofmyinquiryIwasprettyopenaboutwheretogoandwhatkindofworktoundertake.（Para.1）

（2）SoonIlearnedaboutBUNAC,aprogramthatseemedtobedesignedpreciselyforstudentswithsuchinterests.（Para.2）

（3）Ihavetoadmititwasprettyscary.（Para.3）

（4）Itwasn’tuntilmythirddaythatIvisitedtheBUNACofficeandwentthrough

orientation.（Para.3）

（5）IwasmostscaredaboutfindingajobsincemyfinancialresourceswererunninglowandIneededtogetapaychecksoon.（Para.3）

（6）ItturnsoutthatfindingajobwasjustaseasyasmakingaCV!

（Para.4）

（7）ThereissomuchtoseethataftersixmonthsexploringIprobablycoveredonlyhalfofwhatIintended.（Para.5）

（8）MostofmycoworkerswereBritishsoIfeellikeIreallygottoknowandlearntheBritishculturethroughsuchahugeaspectofaBritishperson’sdailylife.（Para.6）

（9）Secondly,itisaneconomicalwaytoliveandtravelinanothercountrysincemostjobspayenoughtocoverrent,livingexpensesandsometravelexpenses.（Para.6）

（10）Iwouldnothesitateforasecondtorecommendittoanyone!

（Para.7）

Step2Sentencemaking

Thestudentsmakesentenceswiththefollowingwordsandexpressionsinpairs.

learnabout;bescaredabout;runlow;turnout;intend;gettoknow/learn;economical

Teacher:

Let’sdomorepractice.MakesentenceswitheachofthewordsandexpressionsdisplayedonPPT.Threeminuteslateryou’llreadusyoursentences.

Step3Furtherstudy

Wordsforfurther